Submitted by Maria Medeiros (maria.dilva1@ufcg.edu.br) on 2018-05-21T12:15:51Z No. of bitstreams: 1 CARLOS ARTUR NASCIMENTO VIEIRA - DISSERTAÇÃO (PPGCC) 2016.pdf: 1877609 bytes, checksum: 86c3c3659b1ee15c0e906fc7298d37ae (MD5) / Made available in DSpace on 2018-05-21T12:15:51Z (GMT). No. of bitstreams: 1 CARLOS ARTUR NASCIMENTO VIEIRA - DISSERTAÇÃO (PPGCC) 2016.pdf: 1877609 bytes, checksum: 86c3c3659b1ee15c0e906fc7298d37ae (MD5) Previous issue date: 2016 / Capes / MDA, ou Model-driven Architecture, é um padrão definido pelo Object Management Group (OMG) que permite a geração de modelos por outros modelos por meio das Transformações MDA, um conjunto de operações que relacionam elementos de um ou mais modelos de entrada e saída. As transformações podem ser escritas por meio de linguagens como Query/View/Transformation (QVT), outro padrão do OMG. Como em linguagens de programação, pode-se fazer necessária a adição de funcionalidades que acabam se cruzando no código (como logging e rastreio, por exemplo), podendo resultar em cross-cutting concerns na transformação. Esse problema pode então ser enfrentado por meio do Paradigma Orientado a Aspectos. Presentemente, não encontramos soluções que aplicam, especificamente, aspectos para a solução de cross-cutting concerns em transformações escritas na linguagem QVT. Assim, nós propomos e desenvolvemos uma linguagem de aspectos para QVT, de nome AQVT, além de um compilador que realiza o weaving do código AQVT com o código original QVT. Utilizando-se de métricas sobre os programas QVT e a execução das transformações AQVT, realizamos um estudo empírico sobre a linguagem AQVT proposta. Identificamos nesse estudo que ocorre uma melhora fraca na qualidade de leitura e uma boa melhora na modularidade dos código QVT e AQVT, se comparado com uma transformação equivalente escrita puramente em QVT. Contudo, não foi possível realizar uma implementação completa de todas as funções do Paradigma de Aspectos e de alguns elementos da linguagem QVT em AQVT, deixando essas atividades como trabalhos futuros. / MDA (Model-Driven Architecture) is a standard specified by the Object Management group (OMG) that allows a developer to generate models from models by means of MDA Transformations, a set of functions that match and bind elements between source and target models. Transformations can be written in languages such as Query/View/Transformations Language (QVT), another OMG standard. As with programming languages, the addition of features in the code that cut through it (like logging and tracing) may cause cross-cutting concerns in the transformation. This problem can then be addressed through the use of the Aspect Oriented Paradigm. Currently, we could not find solutions that used Aspects for the specific problem of crosscutting concerns within QVT transformations. We proposed and developed an aspects language for QVT, named AQVT, along with a compiler that weaves both the QVT and AQVT codes into a single program. With the assistance of metrics applied to the QVT programs and the execution of AQVT code, we have performed an empirical research for the proposed QVT language. We identified that the quality of reading improved slightly and the modularity of the program increased, when comparing the code between two equivalent transformations (one with an AQVT module and the other without it). However, we were not able to completely implement all of the functions from the Aspects Paradigm nor some of the elements from the QVT language into AQVT and propose those activities as our future work.

The dissertation is focused on cross-cutting curriculum Man and the world of work in economic fields of education and its integration into the educational system. The theoretical part is devoted to information on the general and school education programs, cross-cutting curriculum Man and the world of work, its history and its inclusion in school curricula and teaching. The practical part is aimed to analyze the completed achievement tests and questionnaires by students of business academies and interpretation of the results with subsequent own proposals for the integration of cross-curricular curriculum Man and the world of work into the educational system in economic fields of education.

This dissertation seeks to improve our understanding of the process by which citizens' selective exposure contributes to attitudinal polarization and engagement in political activities. In this dissertation, I test two models that explicate the relationship between selective exposure and political polarization and participation. The knowledge model suggests that the effects of selective exposure on individuals' attitudinal polarization and political engagement are mediated by knowledge of candidate issue stances. The stereotype model proposes that selective exposure indirectly influences polarized attitudes and political participation via stereotypical perceptions of candidates (i.e., McCain's age and the prospect of a Black presidency). By posing issue knowledge and stereotypical perceptions as potential mediators, this study extends current literature to analyze why and how selective exposure leads to polarization and political participation. The results provide evidence that selective exposure influences individuals' stereotypical perceptions of the candidates' age and race, and these stereotypic perceptions influence attitudinal polarization and participation in campaign activities. There was no support for the knowledge model; selective exposure did not have a significant relationship with citizens' issue knowledge nor did it play a mediating role in the relationship between selective exposure and political polarization and participation. This dissertation thus challenges the argument that selective exposure is normatively desirable due to its contribution to citizens' greater levels of political participation. The findings of this study call into question such a contention because the results show that individuals who engage in selective exposure are motivated to participate in political activities by forming stereotypic perceptions of candidates rather than by gaining factual issue knowledge, which is in contrast to democratic theories' assumptions of informed citizenship. Turning to the role of exposure to dissonant media outlets, two contrasting roles were found. On one hand, results offer some evidence that dissonant media use contributes to gaining issue knowledge and inspiring citizen participation. On the other hand, some findings suggest that it reinforces, rather than attenuates, citizens' attitudinal polarization and stereotypical perceptions of candidates. Thus the findings from this study offer mixed support for encouraging citizen exposure to dissimilar viewpoints. / text

The topic of the thesis is an analysis of cross-cutting themes (within citizenship education) in the ŠVP in two primary schools in Kaplice. The theoretical part deals with the themes: RVP ZV, ŠVP, key competencies, cross-curricular topics and teaching project. The practical part of the thesis deals with the characteristics of elementary schools, analysis of cross-cutting themes and creating a design teaching project.

The world population is living longer, but are sicker, says a survey performed by the Global Burden of Disease Study, in 2010. The chronic diseases (CD) as hypertension, obesity, diabetes, cardiovascular diseases (CVD), among others, are the leading causes of death worldwide. In Brazil, according to the Ministry of Health, 72% of deaths are due to chronic diseases, particularly to atherosclerosis, a cardiovascular disease, that may start in childhood. These diseases have in common the maintenance of unhealthy lifestyle habits, as the main responsible for the incidence of cases. Adequate knowledge is a major factor in combating unhealthy lifestyles, and the school is the appropriate environment to develop such knowledge. This study examined the applicability of cross-cutting theme health (CTS) in public elementary schools in Santa Maria / RS, in order to remedy problems identified by teachers, when seeking to develop this theme in order to assist in the development of health education in school. The search is structured in two stages. The first involved the participation of 104 teachers and to sought to check if they develop the CTS in their classes. If believe themselves to be able to solve this task, they received some form of training to accomplish this task and what problems they face in fulfilling the requirements of the MEC regarding the development of CTS. The results show that teachers, in general, seek to develop health issues in their classes, but do not feel prepared for this task. The most noted was the lack of teaching materials to support teaching about health. Thus, the project involved the creation of two notebooks of activities, one for the lower grades (1st to 5th grade), and one for the upper grades (6th to 9th grade) of the elementary school about atherosclerosis, due to high incidence of cases in Brazil, and approach of multiple health problems related to quality of life of school, which can be exploited from this theme. The activities were created or adapted for the UFSM and FURG medicine undergraduates, as recommended by the author of this thesis. After making the notebooks the researcher applied the second phase of research that aimed to collect data on the evaluation of teachers about the material created. This step was made by a workshop provided an opportunity to raise awareness about the importance of CVD´s prevention, particularly atherosclerosis since childhood. During the workshop the teachers manipulated, read, suggested changes and evaluated the material and subject atherosclerosis through a pre- and post-test, showing 88,65% acceptance in relation to its use, and its validation as an important tool to aid in the implementation of the thematic school. The research used semi-structured questionnaires and participant observation as tools for data collection, based on social research methods Gil (2011). For data interpretation, with qualitative and quantitative evaluation, we used content analysis, based on the theory of Bardin (2011) and Yin (2001). With support from the City Department of Education, and the City Council of Santa Maria, the material will be distributed to local schools, with the promise of incentive campaigns school on cardiovascular health since childhood. / A população mundial está vivendo mais, porém está mais doente, afirma a pesquisa americana Global Burden of Disease Study (Estudo da Carga de Saúde Global), realizada em 2010. As doenças crônicas não transmissíveis (DCNT) como hipertensão, obesidade, diabetes, as doenças cardiovasculares (DCV), entre outras, são as principais causas de morte no mundo. No Brasil, segundo o Ministério da Saúde, 72% das mortes se devem as DCNT, em especial a aterosclerose, uma DCV que pode ter início na infância. Essas enfermidades apresentam em comum a manutenção de hábitos de vida não saudáveis como principal responsável pela incidência dos casos. O conhecimento adequado é o principal fator na luta contra estilos de vida não saudáveis e a escola é o ambiente apropriado para desenvolver tais saberes. Assim, o presente estudo analisou a aplicabilidade do tema transversal saúde (TTS) no ensino fundamental público de Santa Maria/RS objetivando sanar problemas apontados pelos docentes quando buscam desenvolver tal temática, de forma a auxiliar no desenvolvimento da educação para a saúde na escola. A pesquisa se estruturou em duas fases. A primeira contou com a participação de 104 docentes e buscou verificar se os mesmos desenvolvem o TTS em suas aulas; se acreditam ter condições de dar conta desse encargo; se receberam algum tipo de formação para realizarem essa tarefa, e quais os problemas que julgam enfrentar ao buscar cumprir as exigências do MEC em relação ao desenvolvimento do TTS. Os resultados obtidos mostram que os docentes, no geral, buscam desenvolver temas de saúde em suas aulas, porém não se sentem preparados para essa tarefa. O problema mais apontado foi a falta de material pedagógico de apoio ao docente sobre saúde, assim por meio do trabalho desenvolvido nesta tese se criou dois cadernos de atividades, um para as séries iniciais (1º ao 5º ano) e outro para as séries finais (6º ao 9º ano) do ensino fundamental sobre aterosclerose, devido a alta incidência de casos no Brasil e a abordagem de múltiplos problemas de saúde relacionados à qualidade de vida do escolar, que podem ser explorados a partir dessa temática. As atividades foram criadas ou adaptadas por alunos de graduação em medicina da UFSM e FURG, segundo orientação da autora desta tese. Após confecção dos cadernos a pesquisadora aplicou a segunda fase da pesquisa que objetivou coletar dados sobre a avaliação dos docentes sobre o material criado. Essa etapa se deu mediante uma oficina que oportunizou um trabalho de sensibilização a respeito da importância da prevenção de DCV, particularmente da aterosclerose, desde a infância. Durante a oficina os docentes manipularam, leram, sugeriram alterações e avaliaram o material e o assunto aterosclerose através de um pré e pós-teste, apresentando 88,65% de aceitação em relação a sua utilização e a sua validação como importante ferramenta de auxílio na aplicação da temática na escola. A pesquisa utilizou questionários semiestruturados e a observação participante como instrumentos para coleta de dados, baseados nos métodos de pesquisa social de Gil (2011). Para a interpretação dos dados, com avaliação quali-quantitativa, foi utilizada a Análise de Conteúdo baseada na teoria de Bardin (2011) e Yin (2001). Com apoio da Secretaria Municipal de Educação e da Câmara de Vereadores de Santa Maria, o material será distribuído a escolas do município, com promessa de incentivo a campanhas escolares sobre a saúde cardiovascular desde a infância.

This thesis focuses on integration of family planning into development programmes. It aims to recommend most appropriate ways that non-governmental organizations can adopt in order to introduce family planning as a cross-cutting issue in their development programmes in rural regions of Ethiopia. This is to ensure that women and men have the possibility to make free and informed choices on their childbearing preferences and exercise family planning. In order to identify the most suitable approaches, methods and strategies for family planning mainstreaming, the thesis determines the most significant determinants and factors that affect the childbearing preferences and identify those that can be addressed by family planning mainstreaming. The thesis bases its theoretical framework on the Amartya Sen's Capabilites approach to human development. The second part of the thesis is dedicated to Ethiopia Case Study.

Et si la santé était une chose trop sérieuse pour être confiée à des acteurs sanitaires ? Et si la fin des risques était possible ? Ces interrogations ont, entre autres, animé la planification en santé environnement(ale). Cette thèse sonde les genèse, conception et portée de cet instrument aussi sujet aux transferts et variations qu’aux aléas et controverses. Elle se penche sur l’OMS qui l’a initié, jusqu’au niveau national français où la planification est épousée de diverses manières. Une approche par les acteurs est privilégiée, un regard conjoint sur le déjà-là et le changement réclamé. Ainsi, l’analyse comprend la dimension politique de la planification comme dépendante d’un dépassement : celui d’acteurs du génie sanitaire, entrepreneurs historiques de santé environnement(ale), par des nouveaux groupes sanitaire et écologique disposant de ressources-clés dans l’appareil d’État. Plus particulièrement, la pérennité de la planification procède des acteurs écologiques. Renversant les projets de l’OMS, cette configuration suggère un glissement de propriété du problème santé environnement(ale). Depuis plus de vingt ans, la planification réduit l’ubiquité de la santé environnement(ale). Elle en esquisse aussi l’explosivité. À qui veut saisir la fabrique de ce problème, ses acteurs et débats, ses temps et grandeurs, ce travail propose quelques clés de lecture. Ces clés ouvrent sur l'intérieur, les sommets et les marges de l'État. S’y distingue une expertise systémique transcendant durablement sa pendante scientifique dans le gouvernement des relations humains/milieux. S’y dévoilent les sens composites des transversalités et leurs rapports vivaces aux sectorialités. / What if health was too serious to be left to health actors ? What if risks can disappear ? These interrogations have driven some of the national environmental health action plans. This specific planning is structurally a matter of transfers and changes, uncertainty and controversies. This thesis deals with its genesis, making, and effects. It integrates a transnational scene, the World Health Organization that initiates the planning. It also considers a national level, the French one precisely, that imports the planning. Two rationale are used : an actor-centered approach, a balanced examination of preexistence and innovation. This work thus foresees the political dimension of the national environmental health planning in France. It requires health and ecological state actors with adequate resources. These actors go beyond sanitary engineers that are historical advocates of environmental health. Besides, the ecological actors determine the continuity of the planning. This suggests that the owners of the environmental health problem have now changed. This also means a distance with the initial project of WHO. For more than twenty years, the national planning reduces the ubiquity of environmental health. It also suggests its exploding aspects. This thesis provides some insight to understand the making of this problem, its actors and debates, its times and quantities. It explores the inside, the highest level and the boundaries of the state. It enlightens the transcendence of systemic expertise with respect to scientific expertise for governing the human-environment relationships. More broadly, it leads to question the vigorous relation between the cross-cutting and sectoral aspects of public intervention.

Field studies in the southwest Salton Trough between Yaqui Ridge and Borrego Mountain show that the West Salton detachment fault was active during the Pliocene and may have initiated during the latest Miocene. At Yaqui Ridge dominantly east-directed extension is recorded by slickenlines on the NW-striking detachment fault, and shows that the fault is actually a low-angle dextral oblique strike-slip fault. Crustal inheritance is responsible for the position of the fault at Yaqui Ridge, which reactivates a late Cretaceous reverse -sense mylonite zone at map scale. Late Miocene to Pliocene basin fill deposits at Borrego Mountain display progressive unconformities, contain detritus shed from the footwall and damage zone of the West Salton detachment fault, record the growth of a large hanging wall anticline, and document the initiation and evolution of the West Salton detachment fault. The Borrego Mountain anticline is a major hanging wall growth fold that trends - N60 °W and has at least 420 m of structural relief. The late Quaternary Sunset conglomerate is - 600 m thick, lies in angular unconformity on Pliocene basin fill, is bound on the SW by the dextral oblique Sunset fault, and coarsens upward and SW toward the fault. It is dominated by plutonic lithologies from nearby areas, contains up to 10% recycled sandstone clasts from Pliocene deposits, and was shed from the SW side of the then-active Sunset fault. Based on lithologic, stratigraphic, compositional similarities, we correlate this conglomerate to part of the - 1. I - 0.6 Ma Ocotillo Formation. The West Salton detachment fault was folded and deactivated at Yaqui Ridge by the dextral oblique San Felipe fault zone starting - 1. l - 1.3 Ma. The Sunset fault is in the middle of a complex left stepover between the San Felipe fault to the NW and the Fish Creek Mountains fault to the SE. Structural analyses and mapping show that syntec tonic conglomerate, the West Salton detachment fault, and footwall crystalline rocks all have similar fold geometries and record similar amounts of NE-SW shortening. The dominant SE-trending population of slip vectors on the Sunset fault is not present on the West Salton detachment fault and suggests limited or no activation of the older detachment fault by the younger fault zone.

Recent technological, social, and economic trends and transformations are contributing to the production of what is usually referred to as Big Data. Big Data, which is typically defined by four dimensions -- Volume, Velocity, Veracity, and Variety -- changes the methods and tactics for using, analyzing, and interpreting data, requiring new approaches for data provenance, data processing, data analysis and modeling, and knowledge representation. The use and analysis of Big Data involves several distinct stages from "data acquisition and recording" over "information extraction" and "data integration" to "data modeling and analysis" and "interpretation", each of which introduces challenges that need to be addressed. There also are cross-cutting challenges, which are common challenges that underlie many, sometimes all, of the stages of the data analysis pipeline. These relate to "heterogeneity", "uncertainty", "scale", "timeliness", "privacy" and "human interaction". Using the Big Data analysis pipeline as a guiding framework, this paper examines the challenges arising in the use of Big Data in regional science. The paper concludes with some suggestions for future activities to realize the possibilities and potential for Big Data in regional science. / Series: Working Papers in Regional Science

Made available in DSpace on 2015-05-07T15:08:28Z (GMT). No. of bitstreams: 1 arquivototal.pdf: 2901318 bytes, checksum: 5b1e6339618fc54ecbc5154e5a95aaa6 (MD5) Previous issue date: 2012-10-18 / Coordenação de Aperfeiçoamento de Pessoal de Nível Superior / The present dissertation aims to analyze the construction process of sexual prejudice, based on the sexual behavior of ancient civilizations and on the guidelines of sex education in Brazil. Based on the fundamentals of dialectical materialist approach, the daily life/attitude/social behavior are a basic element as a phenomenon; and the category possibility/reality is a methodological tool seeking to understand how the basis of sex education in different societies. Thus a historical digression takes place, searching the daily life of ancient and medieval civilizations for different ways of experiencing sexuality, and searching ecclesiastical control mechanisms for the various models of punishment of those sexual behaviors considered deviant. Then, the role of science and its representatives in conflicting dialogues on sexuality is highlighted. Finally, the origin of sex education in Brazil and the guidelines of educational policies regarding the implementation of actions, which enable meeting the demand of sexual diversity in schools is presented, as well as the inclusion of topics related to sexuality and its characteristics in the curriculum of schools. Given the discussions raised here, it is clear that the vagueness, in which the debate on sexuality issues in the educational sphere lies, highlights the barriers that mark the theme, which is mostly to be found in broader approaches. The need for the adoption of posture free of taboo and prejudice seems to be an effective alternative to promote a new educational space with less discrimination and more democracy. / O presente trabalho de Mestrado tem por objetivo analisar o processo de construção do preconceito sexual com base nas condutas sexuais de antigas civilizações e nas diretrizes da educação sexual no Brasil. Tomando por base os fundamentos do enfoque materialista dialético optou-se pelo cotidiano/atitude/conduta social como elemento basilar enquanto fenômeno e a categoria possibilidade/realidade como instrumento metodológico buscando uma compreensão de como se instituiu os pilares da educação da sexualidade nas diversas sociedades. Com esse fim principia uma digressão histórica, buscando no cotidiano das civilizações antiga e medieval, as diferentes formas de vivência da sexualidade e nos mecanismos de controle eclesiásticos, os diversos modelos de punição dos comportamentos sexuais considerados desviantes. Em seguida, destaca o papel da ciência e de seus representantes nos diálogos conflitantes com as questões sobre a sexualidade. Por fim, apresenta a gênese da educação sexual no Brasil e as diretrizes das políticas educacionais no tocante à implementação de ações que viabilizem o atendimento à demanda da diversidade sexual no âmbito escolar e a inserção, na grade curricular das escolas, de temas relativos à sexualidade e aos aspectos que a caracterizam. Diante das discussões aqui suscitadas, percebe-se que a obscuridade na qual ainda se mantém o debate sobre a questão da sexualidade no âmbito educacional evidencia os impasses que assinalam o tema que, na maioria das vezes, é situado em enfoques mais amplos. A necessidade da adoção de posturas livres de tabus e preconceitos parece constituir uma das medidas alternativas eficazes para a promoção de novos espaços educativos menos discriminantes e mais democráticos.